Shared Video Media: A New Environment to Support Peer Feedback in
Second Language Learning
Yanyan Sun
Ohio University
ys162210@ohio.edu
Fei Gao
Bowling Green State University
gaof@bgsu.edu
Jia Yu
Pennsylvania State University
jxy28@psu.edu
Abstract: The study explores how a shared video media, Voicethread, supports
an online environment for peer feedback in second language speaking. Fiftyeight undergraduate students enrolled in an intermediate Chinese language
course participated in the study. During the study, the participants were asked to
complete four speaking projects and provide feedback on their peer’s
performance in the projects using Voicethread. Two surveys were conducted to
understand participants’ learning experience in the Voicethread environment.
The findings suggested that participants of this study perceived the activities in
Voicethread as beneficial to improve their oral Chinese proficiency. The process
of assessing other’s work and providing feedback to others was helpful for them
to recognize the limitations in their own performances.
Purpose
Feedback is a commonly used teaching strategy in education for consolidating learning. In second
language classroom, its significance is widely recognized by language teachers (Hyland & Hyland, 2006).
In general, there are two major sources for feedback in second language teaching and learning practice:
feedback from the teacher and feedback from peer. Teacher’s feedback used to be dominant in the field.
However, the increasing influence of interactionism has transformed feedback practice by put more
emphasis on peer feedback (Hyland & Hyland, 2006).
In recent years, the development of Web 2.0 technology has a great impact on the peer feedback
practice in second language learning by providing an alternative environment. Web 2.0 technology changes
the communication model in the Internet, which allows learners to participate actively to shape the content
(Augustsson & Special Issue on Web 2.0, 2010; Davies, 2011; Everhart, 2006). Many researchers take
advantage of the interactive nature of Web 2.0 technology to support online environments for peer
feedback in second language learning. Web 2.0 tools such as wiki, blog and discussion forum has been
increasingly used to support peer feedback in second language writing and their effectiveness in promoting
learner’s writing skills has been studied by many researchers(Dippold, 2009; Ducate, Anderson, & Moreno,
2011; Kessler, 2009; Ware & O'Dowd, 2008).
Although there is a large body of studies on the use of Web 2.0 tools in peer feedback practice in
second language learning, few of them focuses on speaking. The most-researched field in second language
feedback on speaking is the automated feedback provided by computer. However, one limitation of
automated feedback system is the lack of individualized feedback (Mitra, Tooley, Inamdar, & Dixon, 2003).
Compared to automated feedback system, peer feedback is more individualized and interactive. The
interactive nature of Web 2.0 technology makes it as a potential environment to support digital peer
feedback in second language speaking. The purpose of this study is to explore the affordance and constrains
of a shared-video media Web 2.0 tool, Voicethread, as an environment to support peer feedback in second
language speaking and help learners to improve their second language oral proficiency. The following
research questions have been addressed in the study:
(1) Do peer review activities in Voicethread as beneficial in helping them improving their
speaking proficiency in their second language?
(2) What are the affordance and constrains of Voicethread as an environment to support peer
review activities in second language speaking?
Theoretical Framework
The theoretical framework of this study is social constructivism. Adapted from Vygotsky’s work,
the social constructivists believe that the intelligence development process is “a dialogic process involving
persons-in-conversation, and learning is seen as the process by which individuals are introduced to a
culture by more skilled members.”(Driver, Asoko, Leach, Mortimer, & Scott, 1994, p.7). From this
approach’s perspective, with the scaffolding from more skilled member, less skilled members in a
community are able to construct knowledge and internalize it when engaging socially (Driver et al., 1994).
With the development of technologies, the use of digital learning environment is increasing
rapidly. Social constructivism has been adapted by many researchers to ensure the best practice of online
learning (Huang, 2002; Merriam et al., 2007) and to design digital learning environment (Cornelius,
Gordon, & Ackland, 2011; Neo & Neo, 2009). Compared to traditional learning environment, the adaption
of social constructivism in online learning has many challenges, one of which is the isolation of learners
(Huang, 2002; Merriam, Caffarella, & Baumgartner, 2007). In online learning environments, learners are
geographically isolated, which makes it harder to support social interactions among them. In this case, Web
2.0 tools become potential environments to support social interactions because of its interactive nature. It
allows learners to participate actively to shape the content and encourages interactions among learners
(Davies, 2011).
In this paper, Voicethread, a Web 2.0 tools is selected to support an online environment for peer
review activities in second language speaking. Through the lens of social constructivism, whether
Voicethread has the ability to support an environment that enhances learners’ speaking proficiency by
encouraging interactions among them is examined in the study.
Voicethread
Voicethread (http://voicethread.com) is a Web 2.0 tool that supports collaborative multimedia
shared slides show (see Figure 1 for the interface of Voicethread). By registering for a Voicethread free
account, one can upload a combination of multimedia materials including documents, images, and
audio/videos and arrange them into a slide show{{205 Brunvand,Stein 2011; 202 Anonymous 2009}}. The
slide show can be shared by a group of people and open for comments. Voicethread provides five ways of
commenting on the existing slides shows: text, audio, video, uploading audio files and phone.
The possible educational applications of Voicethread has been discussed and studied by many
researchers (Story-telling with voicethread.2009; Anders, Ola, & Ulf Stödberg, 2011; Augustsson, 2010;
Brunvand & Byrd, 2011). The application of Voicethread varies in education. In (Anders et al., 2011)’s
study, Voicethread is used as an e-assessment tool while in (Augustsson, 2010)’ study, it is used to support
a collaborative reflexive social interaction environment in a course in higher education. The educational
benefits of Voicethread are recognized by many educators (Brunvand & Byrd, 2011).
Figure 1 Interface of Voicethread
Method
A case study method is applied in the study. Both quantitative and qualitative data has been
collected to explore how Voicethread supports learners’ peer review activities in second language speaking.
Participants
The participants of the study are 58 undergraduate from three Chinese courses in a U.S. university.
All three courses are for students with intermediate Chinese language proficiency and are taught by a same
instructor. A common curriculum is shared by these three classes.
Procedures
The study has been conducted throughout Spring Semester 2012. Before the study, an orientation
on how to use Voicethread has been held. Students are walked through with the basic functions of
Voicethread such as how to upload files to make a slide show and how to comment on others’ slides. A
PDF tutorial on how to use Voicethread is also sent to all participants. During the study, four speaking
projects on different topics are designed using Voicethread. All four projects are individual projects except
for the final one. The participants are expected to create their own Voicethread slides show for each project.
After the creation of Voicethread slides shows, the participants are grouped based on classes. Within the
groups, the Voicethread slides show of each member is available to all other members. The participants are
asked to comment on at least three of their peer’s slides show. The comments are expected focus on the
content, grammar, vocabulary, pronunciation, and the fluency of their peer’s performance on the speaking
projects.
Two surveys are conducted to ask about participants’ experience of using Voicethread for the
speaking projects and the peer review activities. The first survey is conducted after the second speaking
project and the second one is conducted at the end of the study.
Data Sources
First survey. The purpose of first survey is to understand participants’ general experience in using
Voicethread for the first two speaking projects. The survey focuses on participants’ perceptions on the
usability of Voicethread , whether/how they are motivated by the use of Voicethread in speaking projects
and whether/how the speaking projects in Voicethread help them toimprove their Chinese oral proficiency.
Five points Likert scale questions are used in the survey, combined with supplementary open-ended
questions.
Seond survey. The purpose of the second survey is to get a deeper understanding of learners’
learning experience in the speaking projects and peer feedback activities using Voicethread. The survey
focuses on participants’ perceptions on the interactions among group members, whether/how the peer
feedback participants get from their group members helps them to assess their performance, as well as
whether/how the speaking projects in Voicethread helps them to improve different speaking skills. Similar
to the first survey, five points Likert scale questions are used in the survey, combined with supplementary
open-ended questions.
The analysis of participants’ speaking projects and peer feedback activities. The participants’
speaking projects and the comments in the peer review activities will be coded in order to figure out
common themes to get a deeper understanding of participants’ learning experience using Voicethread.
Initial Results
This paper is working in process. Thus, the results and conclusions presented here are only based
on the results of first survey. The data and the analysis are preliminary.
The first survey is completed by 22 of 58 participants. Due to the word limitation of this paper,
only partial results are presented here. Table 1 presents participants’ ratings on their perceived learning in
Voicethread activities. For each Likert item, 1 = strongly disagree, 2 =somewhat disagree, 3 =neutral, 4 =
somewhat agree, 5 = strongly agree.
The results show that participants have positive attitudes towards their learning in Voicethread
activities. Most participants agree that Voicethread activities are effective in helping them to practice
spoken Chinese (mean = 4.27, SD =1.16). A participant states that “it helped me practice pronunciation
and I got valuable experience organizing a narrative. I also got to practice my listening by listening to
other VoiceThreads.” The participants also think that Voicethread activities are effective in assessing
other’s performance (mean = 3.85, SD =1.25). By assessing other’s performance, the participants are able
to apply assessment into their own performance, which is beneficial for them to improve their own oral
Chinese proficiency. A participant says that “(I’ve learn in Voicethread activities) because I got to
compare my voice thread to others.” while another participant states that “I learned mostly through these
activities where my pronunciation and composition stands in relation to my classmates, and have begun to
realize where native English speakers usually make error in Chinese, which was extremely helpful.”
Table 1 Means (and Standard Deviations) of Participants’ Ratings on Their Learning in Voicethread
Activities (n=22)
The
VoiceThread
activities
allowed me to
effectively
Assess my own
performance.
Assess the
performance
of others.
Learn from
peer
feedback.
Practice my
spoken
Chinese.
Improve my
proficiency
in spoken
Chinese
3.77 (1.13)
3.86(1.25)
3.27(1.39)
4.27 (1.16.)
3.68(1.17)
In general, participants of this study perceive the speaking projects and peer review activities in
Voicethread as beneficial to improve their oral Chinese proficiency. The process of assessing other’s work
and providing feedback to others is helpful for them to recognize the limitations in their own performances.
Theoretical and Pedagogical Significance
With the accelerating use of Web 2.0 technology in education, the applications of Web 2.0 tools is
widely accepted in different content areas(Brunvand & Byrd, 2011). In the field of second language
learning, the values of Web 2.0 tools are recognized by language teachers. Many Web 2.0 tools are used to
support and facilitate peer feedback in second language learning. However, little research focuses on the
use of Web 2.0 tools in supporting peer feedback in second language speaking.
To fill the gap, this study proposes a new way of using a Web 2.0 tool, Voicethread, to support an
online environment for peer feedback in second language speaking. The results of the study will shed lights
on further research on using of Web 2.0 tools to support collaborative activities in second language learning.
Also, it has significance in improving the practice of second language teaching and learning by providing a
new environment for peer feedback in speaking.
References
Anders D., J. Ola, L, & Ulf Stödberg. (2011). Shared video media and blogging online: Educational
technologies for enhancing formative e-assessment? Campus-Wide Information Systems, 28(1), 41-55.
Augustsson, G. (2010). Web 2.0, pedagogical support for reflexive and emotional social interaction among
swedish students. The Internet and Higher Education, 13(4), 197-205.
Brunvand, S., & Byrd, S. (2011). Using VoiceThread to promote learning engagement and success for all
students. TEACHING Exceptional Children, 43(4), 28-37.
Davies, R. J. (2011). Second language acquisition and the information age: How socialsoftware has created
a new mode of learning. TESL, 28(2), 11-19.
Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced german
class. ReCALL, 21(1), 18-36.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the
classroom. Educational Researcher, 23(7), 5-12.
Ducate, L. C., Anderson, L. L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of
three wiki projects. Foreign Language Annals Foreign Language Annals, 44(3), 495-524.
Everhart, D. (2006). Evolving from course-centric to learning-centric: Portfolios, wikis, and social learning.
Canadian Journal of University Continuing Education, 32(2), 133-146.
Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British
Journal of Educational Technology, 33(1), 27-37.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing. Cambridge: Cambridge University
Press.
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language
Learning & Technology, 13(1), 79-95.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L.,. (2007). Learning in adulthood : A comprehensive
guide. San Francisco: Jossey-Bass.
Mitra, S., Tooley, J., Inamdar, P., & Dixon, P. (2003). Improving english pronunciation: An automated
instructional approach. Information Technologies and International Development, 1(1), 75-84.
Story-telling with voicethread. (2009). School Arts, 108(1), 8-8.
Ware, P. D., & O'Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language,
Learning & Technology, 12(1)